Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - List the one's used in this lesson. (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ...( Organize), Product: Type II Technology, Number of Days:
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that others will have opinions different from their own and they can learn from them. (Where), Students will identify positive behaviors that apply to cooperation. (Why),Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 1.2 The code of cooperation will be posted in classroom and featured in the video. (E) 1.3 Students will know how to use appropriate vocabulary, identify appropriate social behaviors and assist, listen and share. (Equip), Students will use the Ice Cream Cone graphic organizer to brainstorm behaviors related to the topic of cooperation. (Explore), Students will perform a Round Robin Brainstorming cooperative learning activity to share their ideas on cooperation. (Experience) (R) 1.4 Teacher will observe students during brainstorming process and question students for further explanation. (Rethink), Students will use a checklist to assess cooperative behaviors (Rethink/Revise), Teacher will provide feedback using checklist. (Revise/Refine) (E)1.5 Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate) (T) 1.6
Verbal/Linguistic: Students will share their ideas and use their written expression skills in the writing of the code.
Intrapersonal: Students will generate their own ideas of behaviors they feel are important to the topic of cooperation and write them on a graphic organizer.
Interpersonal:Students will participate in a Round Robin Brainstorming activity sharing their ideas collectively.
Bodily/Kinesthetic: Students will use cut out letter shapes and place them on poster board and glue the letters to create words.
Visual/Spatial: Students will create a poster displaying Code of Cooperation with color and design.
Logical/Mathematical: Students will sequence ideas to create an acrostic pattern. (O)1.7 Students will recognize positive behaviors related to cooperation. (Self-knowledge), Product: Code of Cooperation Poster using computer application such as Inspiration, Number of Days: 2 days
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that others will have opinions different from their own and they can learn from them. (Where), Students will understand the give and take of cooperation leads to a successful interaction. (Why), Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 2.2 Students will be able to design a game with their own rules and play it during lunch with Mrs. Pietz. (Hook) (E)2.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen and share with each other. (Equip), Students will use the step by step chart as a graphic organizer outlining the steps needed to make the game and then will use the same tool to write the directions for playing the game. (Explore), Students will perform a Think, Pair, Share as they work through the process of design. (Experience) (R) 2.4 Teacher will observe students using graphic organizers to design game and use questioning techniques to encourage clarification. (Rethink), Students will use self assessment rubric to rethink or revise their individual choices and behaviors during the process. (Rethink/Revise). Teacher will score a rubric and discuss the results with students individually. (Revise/Refine) (E) 2.5 Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate) (T) 2.6
Verbal/Linguistics: Students will write rules for the game.
Intrapersonal: Students will self-reflect on ideas of how game should be played in a Think, Pair, Share activity.
Interpersonal: Students will share ideas in a Think, Pair, Share activity.
Bodily/Kinesthetic: Students will practice game and move game pieces on the board.
Visual/Spatial: Students will design a pattern for movement of game pieces.
Logical/Mathematical: Students will use measurements to design game board. (O)2.7 Students will be able to build positive relationships with others (Application), Product: Simple game using Boardmaker software, Number of Days: 2-3 days
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that to be able to have positive experiences in my environment I must manage my negative emotions. (Where), Students will understand how negative body language is perceived by others and develop skills to cope with negative feelings. (Why), Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 3.2 Students will be photographers taking pictures of themselves and their friends. (E)3.3 Students will know how to use and interpret appropriate facial expressions and body language. (Equip), Students will use a Describing Wheel to brainstorm descriptors for what they see in the pictures. (Explore), Students will work in teams using a Jigsaw activity to interpret each others pictures and share with the group.(Experience) (R)3.4 Teacher will observe students as they share their ideas and ask students as a group to create a concept map identifying positive and negative feelings. (Rethink), Students will use the concept map to self assess their interpretations. (Rethink/Revise), Teacher will use a checklist and discuss results with students individually (Revise/Refine) (E)3.5 Check for understanding: observations and questioning. Timely feedback: Checklist and teacher feedback (Evaluate) (T) 3.6
Verbal/Linguistics: Students will identify and label behaviors and feelings depicted in photos.
Intrapersonal: Students will display and identify emotions.
Interpersonal: Students will share ideas while identifying behaviors and emotions.
Bodily/Kinesthetic: Students will perform behaviors relating to appropriate actions and emotions.
Visual/Spatial: Students will place photos in a photo album collage.
Naturalist: Students will interact with the playground environment as they are photographed. (O)3.7 Students will be able to analyze the feelings of others through the use of pictures. (Perspective), Product:Photo Album using iPhoto, Number of Days: 2-3 days
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that to be able to have positive experiences in my environment I must manage my negative emotions. (Where), Students will be able to examine a negative situation and problem solve for positive solutions. (Why), Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 4.2 Students will use the computer to write stories to read with younger students. (E)4.3 Students will know how to use coping skills, such as walking away, seeking adult help and deep breathing, to manage negative emotions. (Equip), Students will use a Problem Solving Chart to help them identify problems and possible solutions. (Explore), Students will work in small groups using a Jigsaw activity to share their thoughts on solving situational problems with others in the group.(Experience) (R)4.4 Teacher will observe students during the problem solving chart activity and use questioning to encourage use of problem solving skills. (Rethink), Students will create drawings to illustrate problems and solutions. (Rethink/Revise), Teacher will score rubric and review results with students individually. (Revise/Refine) (E)4.5 Check for understanding: interviews. Timely feedback: peer review rubric and teacher feedback (Evaluate) (T) 4.6
Verbal/Linguistics: Students will write social skills stories.
Intrapersonal: Students will emote feelings to be photographed.
Interpersonal: The jigsaw activity will require students to share their ideas. Generating ideas for the social skills stories will require students to identify different emotions.
Bodily/Kinesthetic: Students will use body language and movements to depict behaviors and emotions.
Visual/Spatial: Students will use a template from an application to create illustrations and story lines.
Logical/Mathematical: Students will analyze cause and effect relationships to create social skills story. (O)4.7 Students will be able to explain positive social behaviors (Explain), Product: Social Skills story using Stories2Learn, an ipod application, Number of Days: 2-3 days
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that one's behavior can effect others in a positive or negative way. (Where), Students will be able to identify other's reactions to their behavior and use strategies to adjust their behavior. (Why), Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 5.2 Students will be able to use computer software to create awesome sound effects to add to their voice performances. (E)5.3 Students will know how to use appropriate social language, both verbal and non-verbal to maintain positive social interactions. (Equip), Students will use a story map to create the setting, plot, problem and solution of their skits. (Explore), Students will use a Team Pair Solo activity to start the process of identifying problems and solutions, then discuss with a partner and finally, share individual thoughts. (Experience) (R)5.4 Teacher will observe during story map building and use questioning to encourage expansion of story elements. (Rethink), Students will use a checklist to self assess. (Rethink/Revise), Teacher will use checklist for story writing and appropriate use of social language. Teacher will meet with individuals to provide feedback. (Revise/Refine) (E)5.5 Check for understanding: observations. Timely feedback: peer review using a rubric and teacher feedback (Evaluate) (T) 5.6
Verbal/Linguistic: Students will share ideas and share in the writing of the skit.
Intrapersonal: Students will identify and display feelings during the performance.
Interpersonal: Students will dialog with others during the performance.
Bodily/Kinesthetic: Students will act out the parts of the skit.
Naturalist: Students will create a scene outside on the playground .
Musical/Rhythmic: Students will use Garageband and choose sound effects and music for the skits (O) 5.7 Students will be able to role-play positive social interactions. (Empathy), Product: Skit using Garageband, Number of Days 4 days
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that one's behavior can effect others in a positive or negative way. (Where), Students will display appropriate social behaviors and understand the positive social outcomes. (Why)Learning about Self-Knowledge and Interpersonal Relationships(What) (H) 6.2 Students will perform for a video which will be entered in a contest. (E)6.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen, to share with each other and to use coping skills during difficult situations. (Equip), Students will use a story map graphic organizer to develop their script. They will map the script onto a storyboard and include scene information. (Explore), Students will use a Round Robin Brainstorming activity to share ideas for their script. (Experience) (R)6.4 Teacher will observe students during brainstorming activity and use questioning techniques. (Rethink), Students will use a self-assessment rubric to assess the content and their behaviors during the process. (Rethink/Revise), Teacher will score a presentation and product rubric and provide feedback to individual students. (Revise/Refine) (E)6.5Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate) (T) 6.6
Verbal/Linguistic: Students will use appropriate voice and intonation during performance.
Musical/Rhythmic: Students will create a rhyme to accompany presentation of poster in the video.
Interpersonal: Students will display appropriate social behaviors.
Bodily/Kinesthetic: Students will perform the actions to depict appropriate social behaviors in the video.
Visual/Spatial: Students will assist in editing the video.
Logical/Mathematical: Students will use a story map graphic organizer and place story events in logical sequence. (O) 6.7 Students will be able to tell a story of positive social interactions (Interpret) Product: Video using iMovie, Number of Days: 5 days
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - List the one's used in this lesson. (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ...( Organize), Product: Type II Technology, Number of Days:
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 The code of cooperation will be posted in classroom and featured in the video.
(E) 1.3 Students will know how to use appropriate vocabulary, identify appropriate social behaviors and assist, listen and share. (Equip), Students will use the Ice Cream Cone graphic organizer to brainstorm behaviors related to the topic of cooperation. (Explore), Students will perform a Round Robin Brainstorming cooperative learning activity to share their ideas on cooperation. (Experience)
(R) 1.4 Teacher will observe students during brainstorming process and question students for further explanation. (Rethink), Students will use a checklist to assess cooperative behaviors (Rethink/Revise), Teacher will provide feedback using checklist. (Revise/Refine)
(E)1.5 Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate)
(T) 1.6
Verbal/Linguistic: Students will share their ideas and use their written expression skills in the writing of the code.
Intrapersonal: Students will generate their own ideas of behaviors they feel are important to the topic of cooperation and write them on a graphic organizer.
Interpersonal:Students will participate in a Round Robin Brainstorming activity sharing their ideas collectively.
Bodily/Kinesthetic: Students will use cut out letter shapes and place them on poster board and glue the letters to create words.
Visual/Spatial: Students will create a poster displaying Code of Cooperation with color and design.
Logical/Mathematical: Students will sequence ideas to create an acrostic pattern.
(O)1.7 Students will recognize positive behaviors related to cooperation. (Self-knowledge), Product: Code of Cooperation Poster using computer application such as Inspiration, Number of Days: 2 days
Lesson 2
(H) 2.2 Students will be able to design a game with their own rules and play it during lunch with Mrs. Pietz. (Hook)
(E)2.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen and share with each other. (Equip), Students will use the step by step chart as a graphic organizer outlining the steps needed to make the game and then will use the same tool to write the directions for playing the game. (Explore), Students will perform a Think, Pair, Share as they work through the process of design. (Experience)
(R) 2.4 Teacher will observe students using graphic organizers to design game and use questioning techniques to encourage clarification. (Rethink), Students will use self assessment rubric to rethink or revise their individual choices and behaviors during the process. (Rethink/Revise). Teacher will score a rubric and discuss the results with students individually. (Revise/Refine)
(E) 2.5 Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate)
(T) 2.6
Verbal/Linguistics: Students will write rules for the game.
Intrapersonal: Students will self-reflect on ideas of how game should be played in a Think, Pair, Share activity.
Interpersonal: Students will share ideas in a Think, Pair, Share activity.
Bodily/Kinesthetic: Students will practice game and move game pieces on the board.
Visual/Spatial: Students will design a pattern for movement of game pieces.
Logical/Mathematical: Students will use measurements to design game board.
(O)2.7 Students will be able to build positive relationships with others (Application), Product: Simple game using Boardmaker software, Number of Days: 2-3 days
Lesson 3
(H) 3.2 Students will be photographers taking pictures of themselves and their friends.
(E)3.3 Students will know how to use and interpret appropriate facial expressions and body language. (Equip), Students will use a Describing Wheel to brainstorm descriptors for what they see in the pictures. (Explore), Students will work in teams using a Jigsaw activity to interpret each others pictures and share with the group.(Experience)
(R)3.4 Teacher will observe students as they share their ideas and ask students as a group to create a concept map identifying positive and negative feelings. (Rethink), Students will use the concept map to self assess their interpretations. (Rethink/Revise), Teacher will use a checklist and discuss results with students individually (Revise/Refine)
(E)3.5 Check for understanding: observations and questioning. Timely feedback: Checklist and teacher feedback (Evaluate)
(T) 3.6
Verbal/Linguistics: Students will identify and label behaviors and feelings depicted in photos.
Intrapersonal: Students will display and identify emotions.
Interpersonal: Students will share ideas while identifying behaviors and emotions.
Bodily/Kinesthetic: Students will perform behaviors relating to appropriate actions and emotions.
Visual/Spatial: Students will place photos in a photo album collage.
Naturalist: Students will interact with the playground environment as they are photographed.
(O)3.7 Students will be able to analyze the feelings of others through the use of pictures. (Perspective), Product:Photo Album using iPhoto, Number of Days: 2-3 days
Lesson 4
Learning about Self-Knowledge and Interpersonal Relationships (What)
(H) 4.2 Students will use the computer to write stories to read with younger students.
(E)4.3 Students will know how to use coping skills, such as walking away, seeking adult help and deep breathing, to manage negative emotions. (Equip), Students will use a Problem Solving Chart to help them identify problems and possible solutions. (Explore), Students will work in small groups using a Jigsaw activity to share their thoughts on solving situational problems with others in the group.(Experience)
(R)4.4 Teacher will observe students during the problem solving chart activity and use questioning to encourage use of problem solving skills. (Rethink), Students will create drawings to illustrate problems and solutions. (Rethink/Revise), Teacher will score rubric and review results with students individually. (Revise/Refine)
(E)4.5 Check for understanding: interviews. Timely feedback: peer review rubric and teacher feedback (Evaluate)
(T) 4.6
Verbal/Linguistics: Students will write social skills stories.
Intrapersonal: Students will emote feelings to be photographed.
Interpersonal: The jigsaw activity will require students to share their ideas. Generating ideas for the social skills stories will require students to identify different emotions.
Bodily/Kinesthetic: Students will use body language and movements to depict behaviors and emotions.
Visual/Spatial: Students will use a template from an application to create illustrations and story lines.
Logical/Mathematical: Students will analyze cause and effect relationships to create social skills story.
(O)4.7 Students will be able to explain positive social behaviors (Explain), Product: Social Skills story using Stories2Learn, an ipod application, Number of Days: 2-3 days
Lesson 5
(H) 5.2 Students will be able to use computer software to create awesome sound effects to add to their voice performances.
(E)5.3 Students will know how to use appropriate social language, both verbal and non-verbal to maintain positive social interactions.
(Equip), Students will use a story map to create the setting, plot, problem and solution of their skits. (Explore), Students will use a Team Pair Solo activity to start the process of identifying problems and solutions, then discuss with a partner and finally, share individual thoughts. (Experience)
(R)5.4 Teacher will observe during story map building and use questioning to encourage expansion of story elements. (Rethink), Students will use a checklist to self assess. (Rethink/Revise), Teacher will use checklist for story writing and appropriate use of social language. Teacher will meet with individuals to provide feedback. (Revise/Refine)
(E)5.5 Check for understanding: observations. Timely feedback: peer review using a rubric and teacher feedback (Evaluate)
(T) 5.6
Verbal/Linguistic: Students will share ideas and share in the writing of the skit.
Intrapersonal: Students will identify and display feelings during the performance.
Interpersonal: Students will dialog with others during the performance.
Bodily/Kinesthetic: Students will act out the parts of the skit.
Naturalist: Students will create a scene outside on the playground .
Musical/Rhythmic: Students will use Garageband and choose sound effects and music for the skits
(O) 5.7 Students will be able to role-play positive social interactions. (Empathy), Product: Skit using Garageband, Number of Days 4 days
Lesson 6
(H) 6.2 Students will perform for a video which will be entered in a contest.
(E)6.3 Students will know how to use appropriate social language and non verbal language, how to take turns, how to work as a team, how to listen, to share with each other and to use coping skills during difficult situations. (Equip), Students will use a story map graphic organizer to develop their script. They will map the script onto a storyboard and include scene information. (Explore), Students will use a Round Robin Brainstorming activity to share ideas for their script. (Experience)
(R)6.4 Teacher will observe students during brainstorming activity and use questioning techniques. (Rethink), Students will use a self-assessment rubric to assess the content and their behaviors during the process. (Rethink/Revise), Teacher will score a presentation and product rubric and provide feedback to individual students. (Revise/Refine)
(E)6.5Check for understanding: observations. Timely feedback: self assessment rubric and teacher feedback (Evaluate)
(T) 6.6
Verbal/Linguistic: Students will use appropriate voice and intonation during performance.
Musical/Rhythmic: Students will create a rhyme to accompany presentation of poster in the video.
Interpersonal: Students will display appropriate social behaviors.
Bodily/Kinesthetic: Students will perform the actions to depict appropriate social behaviors in the video.
Visual/Spatial: Students will assist in editing the video.
Logical/Mathematical: Students will use a story map graphic organizer and place story events in logical sequence.
(O) 6.7 Students will be able to tell a story of positive social interactions (Interpret) Product: Video using iMovie, Number of Days: 5 days
2004 ASCD and Grant Wiggins and Jay McTighe